Open AccessTest anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests
Author(s) -
Yasin Khoshhal
Publication year - 2021
Publication title -
revista d'innovació i recerca en educació
Language(s) - English
Resource type - Journals
ISSN - 2013-2255
DOI - 10.1344/reire2021.14.132147
Subject(s) - anxiety , vocabulary , identification (biology) , test (biology) , psychology , test anxiety , clinical psychology , english language , mathematics education , psychiatry , linguistics , paleontology , philosophy , botany , biology
. This study sought to discern the impact oftest anxiety on English language learners’ test performance. Method.Fifty female learners at intermediate and upper-intermediate levelsof English were divided into two groups – Multiple-Choice (MC) andError Identification (EI) – according to their scores in vocabularytests given in the pre-treatment phase. A questionnaire was thenadministered to assess the level of anxiety brought about by thesetests. During a 20-week period the EI group received lesson plansdesigned based on error-identification activities, while the MCgroup was offered instructions including multiple-choice items.After the treatment, the same tests and questionnaire wereadministered. Results and Discussion. The findings showed that thelevel of test anxiety was higher in the EI group compared with theMC group. The positive role of familiarization and the negativeimpact of debilitative anxiety were observed through this study. Thefindings of the current study can be transferred to other high-stakeproficiency tests.